GA Book “Assessing progress in your KS3 geography curriculum” £9.99 GA Members
Continuous / terminal / peer / periodic / transitional / formative / summative ? How do you currently assess your KS3 units of work ?
Of or For Tests Feedback Looking back Looking forward Proving Improving Summative Formative
Let’s start with a test... You will have 5 minutes to answer the following questions... You may confer...
<ul><li>Overheard in a classroom... </li></ul><ul><li>“ I’m a 5c, what are you ?” </li></ul>
“ The quality of assessment in primary and secondary schools is generally weak. Assessment focuses insufficiently on giving constructive feedback to pupils about their (geographical) knowledge, skills and understanding.” OFSTED, 2008
“ The quality of assessment in primary and secondary schools is generally weak. Assessment focuses insufficiently on giving constructive feedback to pupils about their (geographical) knowledge, skills and understanding .” OFSTED, 2008
1. Do you have to produce reports as frequently as the core subjects in your school ? Have you ever questioned whether that is fair ?
Smart assessment ... Reducing marking ? Growing naturally from tasks & feeding back into next stage of sequence ? Student requests ? 2. Is there any student involvement in planning the nature and timing of assessment ?
Further considerations... <ul><li>Curriculum fidelity: has the teaching and assessment included opportunities for students to engage in active and independent enquiry ? </li></ul><ul><li>Comparability : consistency of approach by teachers and common understanding of assessment criteria </li></ul><ul><li>Equity : everyone able to produce quality work </li></ul><ul><li>From Balderstone and Lambert (2 nd edition, 2010) </li></ul>
The assessment tail shouldn’t wag the curriculum dog...
What specific knowledge, skills and understanding do we need, or want, to assess in INSERT SUBJECT HERE ? Consider your own contexts...
Assessment could be offer an opportunity to develop literacy skills... Speak clearly and convey information and ideas to a variety of audiences Listen attentively to take in meanings, intentions and feelings Read confidently to gain ideas, information and stimulus from written text Write accurately and appropriately to express understanding and present information and imaginative ideas.
Kenny O’ Donnell Asked students about assessment http://geodonn.blogspot.com Wordle: responses to question: “What does the word “assessment” mean to you....”
What do you do with your assessment results ? Diagram Fig. 4 from Weeden book “Although many departments now have relevant data, they are used too rarely to plan schemes of work or sequences of lessons..” OFSTED 2008
Good AfL could be shown by : 1. Sharing lesson objectives and outcomes with students and e.g. sharing success criteria with students, clarifying the knowledge, skills and understanding to be learnt etc) 2. Helping students to know and recognise the standard they are aiming for (e.g. by periodically informing students of the levels they are working at, providing examples of good work, modelling how a task should be completed etc) 3. Providing effective feedback (e.g, by referring back to learning objectives and success criteria, providing oral feedback while students are on task, emphasising success, setting next steps, explaining how to achieve next steps)
4. Involving students in peer and self assessment (e.g. developing opportunities for students to assess themselves and each other against the learning objectives or success criteria, using strategies such as traffic lighting etc) 5. Promoting confidence that all students can improve (e.g. by using assessment to build self-esteem, developing learning partnerships between students and teachers etc) 6. Reflecting on learning (e.g. by providing students with time to act on feedback given, involving students in the process of reflecting on assessment information and targets, providing opportunities for a draft-mark-reflect-improve cycle etc) With thanks to Christine Lloyd Staples for these 2 slides
Example marking grids ? Student-friendly level descriptors ? You can’t / shouldn’t level an individual piece of work – the level descriptors weren’t designed for that... Footsteps sheet in Toolkit book